ELA+2+Lesson+17


 * Topic: Baseball/Jackie Robinson **

RL2. 1. Ask and answer such questions as //who//, //what//, //where//, //when//, //why//, and //how// to demonstrate understanding of key details in a text. 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range RI.2 2.Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 10.By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF2 a.Distinguish long and short vowels when reading regularly spelled one-syllable words. c.Decode regularly spelled two-syllable words with long vowels. f.Recognize and read grade-appropriate irregularly spelled words. W.2 3.Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 8.Recall information from experiences or gather information from provided sources to answer a question.
 * Common Core standards: **

Students will be able to understand, recognize, apply, and analyze the following skills:
 * Suggested student objectives: **
 * Sequence of events
 * Visualize
 * Subject-verb agreement
 * Narrative/expression
 * Antonyms


 * Suggested additional readings: **
 * __I Think I Thought and Other Tricky Verbs__ by Marvin Terban
 * __If You Were a Verb__ by Michael Dahl
 * __Kites Sail High: a book about verbs__ by Ruth Heller
 * __To Root, to Toot, to Parachute: what is a verb?__ by Brian P. Cleary
 * __Verbs__ by Ann Heinrichs
 * __Home Run Verbs__ by Doris Fisher
 * __Exactly the Opposite__ by Tana Hoban
 * __If You Were an Antonym__ by Nancy Loewen
 * __Push, Pull, Empty, Full: a book of opposites__ by Tana Hoban
 * __Stop and go, yes and no : what is an antonym?__ by Brian P. Cleary
 * __Straight and curvy, meek and nervy : more about antonyms __ by Brian P. Cleary
 * __Previously__ by Allan Ahlberg
 * __Baseball's Best: five true stories__ by Andrew Gutelle
 * __I Can Play Baseball__ by Edana Eckart
 * __Jackie Robinson__ by Lola M. Schaefer
 * __Jackie Robinson__ by Lucia Raatma
 * __Jackie Robinson__ by Philip Abraham
 * __Jackie Robinson: a life of determination__ by Colleen Sexton
 * __Jackie Robinson and the big game__ by Dan Gutman
 * __Jackie Robinson: baseball's great pioneer__ by Jason Glaser
 * __Dad, Jackie and Me__ by Myron Uhlberg
 * __Cam Jansen and the Mystery of the Babe Ruth Baseball__ by David A. Adler

Journeys lesson activities BookFlix - book about Jackie Robinson read aloud in English and Spanish Enchanted Learning - printable verb exercises Discovery Education - video about verb types and agreement Brainpopjr - video about verb and subject agreement Brainpopjr - video about antonyms Enchanted Learning - printable antonym exercises Brainpopjr - video about sequence Fact Monster - article about writing a narrative
 * Resource links: **

Student learning outcome : Retell a story in sequential order Duration: approximately 50 minutes. Necessary materials: //Provided//: //Not Provided//:
 * Activities: **
 * Guided practice example chart
 * Independent practice passage
 * “The Missing Rock” passage
 * __First Day Jitters__ by Julie Danneburg
 * Chart paper
 * Markers
 * Lesson Plan

Teacher will explain to students that when retelling a story, it is important to retell it in the correct sequence (or order). Teacher will model retelling a familiar story previously read aloud in class. Teacher will chart the events as the story is retold and discuss how important it is to tell the story in sequential order. Note: Save the chart of the retell for Lesson 2. Ask: "How did I retell the story?" Students should respond that you told the story in the order in which the events happened. Teacher and students will read __First Day Jitters__ by Julie Danneberg and chart details from the story in sequential order after we finish reading. (Guided Practice Teacher Example Chart is provided below in Teacher and Student Materials.) > ReadWorks - guided sequence chart
 * ===DIRECT TEACHING===
 * Watch a Video Teacher Tip: Modeling **
 * ===THINK CHECK===
 * ===GUIDED PRACTICE===
 * TIP:** Read __The First Day Jitters__ before charting the retelling of the story then do a picture walk through the story to remind students of the events in the story and the order in which they occurred.

Students will follow along as we read together the passage “The Missing Rock.” Students will list the events in sequential order and then retell the story to a partner. (Student Independent Practice is provided below.) ReadWorks - independent sequence practice
 * **ASSESSMENTS**
 * ===INDEPENDENT PRACTICE===
 * TIP:** Allow students to add as many details to their retelling as they want. The focus of this lesson is to retell the story in sequential order. The next lesson will focus on important events versus minor details.

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